lOMoARcPSD| 13728229
, lOMoARcPSD| 13728229
CompleteTestBankLILLEYSPharmacologyforCanadian Healt h zk zk zk zk zk zk kz kz kz
Care Practice 4th Edition SEALOCK Chapter 1-58 kz kz kz kz kz kz
Chapter 01: Nursing Practice in Canada and Drug Therapy
kz kz kz kz kz kz kz kz
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
kz kz kz kz kz kz kz kz kz
MULTIPLE CHOICE kz
1. Which is a judgement about a particular patient’s potential need or problem?
kz kz kz kz kz kz kz kz kz kz kz
a. A goal kz
b. An assessment kz
c. Subjective data kz
d. A nursing diagnosis kz kz
ANS: D k z
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient responds t
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
o heath conditions and life processes or vulnerability for that response.
kz kz kz kz kz kz kz kz kz kz
DIF: Cognitive Level: Knowledge kz kz
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot ta k
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
e medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
a. A “right time” problem kz kz kz
b. A “right dose” problem kz kz kz
c. A “right route” problem kz kz kz
d. A “right medication” problem kz kz kz
ANS: C k z
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not
kz kz kz kz kz k z kz kz kz kz kz kz kz kz kz kz kz kz kz kz k z kz kz
a “ right time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dos
kz kz k z kz kz k z k z k z kz k z k z k z kz kz kz k z k z k z k z k z k z
e is not related to an inability to swallow. This is not a “right medication” problem because the medication ordered will not c
kz k z kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
hange, just the route. kz kz kz
DIF: Cognitive Level: Application kz kz
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documenting si g
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ns of possible adverse effects. What nursing process phase is the nurse practising?
k z k z k z k z k z k z k z k z k z k z k z kz
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis kz
ANS: B k z
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not illustr a
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ted by this example.
kz kz kz
DIF: Cognitive Level: Application kz kz
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustrates a
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
n outcome criterion for this patient?
kz kz kz kz kz
a. The patient will follow instructions. kz kz kz kz
b. The patient will not experience complications.kz kz kz kz kz
c. The patient adheres to the new insulin treatment regimen.
kz kz kz kz kz kz kz kz
d. The patient demonstrates safe insulin self-administration technique.
kz kz kz kz kz kz
ANS: D k z
Having the patient demonstrate safe insulin self-
kz kz kz kz kz kz
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications are n o
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
t specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
DIF: Cognitive Level: Application kz kz
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with typ
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
e 1 diabetes mellitus?
kz kz kz
a. Providing education regarding self-injection technique kz kz kz kz
b. Setting goals and outcome criteria with the patient’s input kz kz kz kz kz kz kz kz
c. Recording a history of over-the-counter medications used at home kz kz kz kz kz kz kz kz
d. Formulating nursing diagnoses regarding knowledge deficits related to the ne kz kz kz kz kz kz kz kz kz kz
w treatment regimen kz kz
ANS: A k z
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the plannin g
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit refl
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ects analysis of data as part of the planning phase.
kz kz kz kz kz kz kz kz kz
DIF: Cognitive Level: Analysis kz kz
1
, lOMoARcPSD| 13728229
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication order o
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ver the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication err
k z k z k z k z k z k z k z k z k z k z k z k z k z k z kz k z k z k z k z k z k z k z
ors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
kz kz kz kz kz kz kz kz kz kz kz kz kz
b. Consult with the pharmacist for clarification about the most common route
kz kz kz k z kz kz kz kz kz kz
c. Call the health care provider to clarify the route of administration
kz kz kz kz kz kz kz kz kz kz
d. Withhold the drug until the health care provider visits the patient kz kz 5% kz kz kz kz kz kz kz
ANS: C k z
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the route of admi nis
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
tration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
kz kz kz kz kz kz
7. Which constitutes the traditional Five Rights of medication administration?
kz kz kz kz kz kz kz k z
a. Right drug, right route, right dose, right time, and right patient
kz kz kz kz kz kz kz kz kz kz
b. Right drug, the right effect, the right route, the right time, and the right patient
kz kz kz kz kz kz kz kz kz kz kz kz kz kz
c. Right patient, right strength, right diagnosis, right drug, and right route
kz kz kz kz kz kz kz kz kz kz
d. Right patient, right diagnosis, right drug, right route, and right time
kz kz kz kz kz kz kz kz kz kz
ANS: A k z
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, a n
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
d Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
DIF: Cognitive Level: Comprehension kz kz
8. What correctly describes the nursing process?
kz kz kz kz kz
a. Diagnosing, planning, assessing, implementing, and finally evaluating kz kz kz kz kz kz
b. Assessing, then diagnosing, implementing, and ending with evaluating kz kz kz kz kz kz kz
c. A linear direction that begins with assessing and continues through diagnosing
kz kz kz kz kz kz kz kz kz kz
, planning, and finally implementing
kz kz kz kz
d. An ongoing process that begins with assessing and continues with diagnosing
kz kz kz kz kz kz kz kz kz kz
, planning, implementing, and evaluating
kz kz kz kz
ANS: D k z
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
kz kz kz kz kz kz kz kz kz kz
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, whic
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz k
h may then lead back to any of the other phases.
z kz kz kz kz kz kz k z kz kz kz
DIF: Cognitive Level: Application kz kz
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
a. The patient’s identification kz kz
b. The patient’s weight kz kz
c. The patient’s last meal kz kz kz
d. Any drug or food allergies kz kz kz k z
ANS: C k z
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
food interactions or compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the drug’s t
5% kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
i ming.
kz
DIF: Cognitive Level: Application kz kz
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
a. Anxiety
b. Anxiety related to new drug therapy kz kz kz kz kz
c. Anxiety related to anxious feelings about drug therapy, as evidenced bkz kz kz kz kz kz kz kz kz kz kz
y statements such as “I’m upset about having to give myself shots”
kz k z kz kz k z kz kz kz kz kz kz
d. Anxiety related to new drug therapy, as evidenced by statements such as “I’
kz kz kz kz kz kz kz kz kz kz kz kz kz
m upset about having to give myself shots”
kz kz kz kz kz kz kz
ANS: D k z
Formulation of nursing diagnoses is usually a three- kz kz kz kz kz kz kz
step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m u
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
pse t about having to give myself shots.’” The answer “Anxiety” is missing the “related to” and “as evidenced by” portions. The a n
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
swer “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The “related
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
t o” section in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upset about hav
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
in g to give myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the response
kz k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
.
DIF: k z k z Cognitive Level: Analysis kz kz
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B kz kz kz kz
2
, lOMoARcPSD| 13728229
DIF: k z k z Cognitive Level: Analysis
kz kz
3
, lOMoARcPSD| 13728229
CompleteTestBankLILLEYSPharmacologyforCanadian Healt h zk zk zk zk zk zk kz kz kz
Care Practice 4th Edition SEALOCK Chapter 1-58 kz kz kz kz kz kz
Chapter 01: Nursing Practice in Canada and Drug Therapy
kz kz kz kz kz kz kz kz
Sealock: Lilley’s Pharmacology for Canadian Health Care Practice, 4th Edition
kz kz kz kz kz kz kz kz kz
MULTIPLE CHOICE kz
1. Which is a judgement about a particular patient’s potential need or problem?
kz kz kz kz kz kz kz kz kz kz kz
a. A goal kz
b. An assessment kz
c. Subjective data kz
d. A nursing diagnosis kz kz
ANS: D k z
Nursing diagnosis is the phase of the nursing process during which a clinical judgement is made about how a patient responds t
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
o heath conditions and life processes or vulnerability for that response.
kz kz kz kz kz kz kz kz kz kz
DIF: Cognitive Level: Knowledge kz kz
2. The patient is to receive oral furosemide (Lasix) every day; however, because the patient is unable to swallow, he cannot ta k
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
e medication orally, as ordered. The nurse needs to contact the physician. What type of problem is this?
k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
a. A “right time” problem kz kz kz
b. A “right dose” problem kz kz kz
c. A “right route” problem kz kz kz
d. A “right medication” problem kz kz kz
ANS: C k z
This is a “right route” problem: the nurse cannot assume the route and must clarify the route with the prescriber. This is not
kz kz kz kz kz k z kz kz kz kz kz kz kz kz kz kz kz kz kz kz k z kz kz
a “ right time” problem because the ordered frequency has not changed. This is not a “right dose” problem because the dos
kz kz k z kz kz k z k z k z kz k z k z k z kz kz kz k z k z k z k z k z k z
e is not related to an inability to swallow. This is not a “right medication” problem because the medication ordered will not c
kz k z kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
hange, just the route. kz kz kz
DIF: Cognitive Level: Application kz kz
3. The nurse has been monitoring the patient’s progress on his new drug regimen since the first dose and has been documenting si g
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ns of possible adverse effects. What nursing process phase is the nurse practising?
k z k z k z k z k z k z k z k z k z k z k z kz
a. Planning
b. Evaluation
c. Implementation
d. Nursing diagnosis kz
ANS: B k z
Monitoring the patient’s progress is part of the evaluation phase. Planning, implementation, and nursing diagnosis are not illustr a
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ted by this example.
kz kz kz
DIF: Cognitive Level: Application kz kz
4. The nurse is caring for a patient who has been newly diagnosed with type 1 diabetes mellitus. Which statement best illustrates a
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
n outcome criterion for this patient?
kz kz kz kz kz
a. The patient will follow instructions. kz kz kz kz
b. The patient will not experience complications.kz kz kz kz kz
c. The patient adheres to the new insulin treatment regimen.
kz kz kz kz kz kz kz kz
d. The patient demonstrates safe insulin self-administration technique.
kz kz kz kz kz kz
ANS: D k z
Having the patient demonstrate safe insulin self-
kz kz kz kz kz kz
administration technique is a specific and measurable outcome criterion. Following instructions and avoiding complications are n o
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
t specific criteria. Adherence to the new insulin treatment regimen is not objective and would be difficult to measure.
k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
DIF: Cognitive Level: Application kz kz
5. Which activity best reflects the implementation phase of the nursing process for the patient who is newly diagnosed with typ
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
e 1 diabetes mellitus?
kz kz kz
a. Providing education regarding self-injection technique kz kz kz kz
b. Setting goals and outcome criteria with the patient’s input kz kz kz kz kz kz kz kz
c. Recording a history of over-the-counter medications used at home kz kz kz kz kz kz kz kz
d. Formulating nursing diagnoses regarding knowledge deficits related to the ne kz kz kz kz kz kz kz kz kz kz
w treatment regimen kz kz
ANS: A k z
Education is an intervention that occurs during the implementation phase. Setting goals and outcome criteria reflects the plannin g
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
phase. Recording a drug history reflects the assessment phase. Formulating nursing diagnoses regarding a knowledge deficit refl
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ects analysis of data as part of the planning phase.
kz kz kz kz kz kz kz kz kz
DIF: Cognitive Level: Analysis kz kz
1
, lOMoARcPSD| 13728229
6. The nurse is working during a very busy night shift, and the health care provider has just given the nurse a medication order o
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
ver the telephone, but the nurse does not recall the route. What is the best way for the nurse to avoid medication err
k z k z k z k z k z k z k z k z k z k z k z k z k z k z kz k z k z k z k z k z k z k z
ors?
a. Recopy the order neatly on the order sheet, with the most common route indicated
kz kz kz kz kz kz kz kz kz kz kz kz kz
b. Consult with the pharmacist for clarification about the most common route
kz kz kz k z kz kz kz kz kz kz
c. Call the health care provider to clarify the route of administration
kz kz kz kz kz kz kz kz kz kz
d. Withhold the drug until the health care provider visits the patient kz kz 5% kz kz kz kz kz kz kz
ANS: C k z
If a medication order does not include the route, the nurse must ask the health care provider to clarify it. Never assume the route of admi nis
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
tration.
DIF: Cognitive Level: Application | Cognitive Level: Analysis
kz kz kz kz kz kz
7. Which constitutes the traditional Five Rights of medication administration?
kz kz kz kz kz kz kz k z
a. Right drug, right route, right dose, right time, and right patient
kz kz kz kz kz kz kz kz kz kz
b. Right drug, the right effect, the right route, the right time, and the right patient
kz kz kz kz kz kz kz kz kz kz kz kz kz kz
c. Right patient, right strength, right diagnosis, right drug, and right route
kz kz kz kz kz kz kz kz kz kz
d. Right patient, right diagnosis, right drug, right route, and right time
kz kz kz kz kz kz kz kz kz kz
ANS: A k z
The traditional Five Rights of medication administration were considered to be Right drug, Right route, Right dose, Right time, a n
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
d Right patient. Right effect, right strength, and right diagnosis are not part of the traditional Five Rights.
k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
DIF: Cognitive Level: Comprehension kz kz
8. What correctly describes the nursing process?
kz kz kz kz kz
a. Diagnosing, planning, assessing, implementing, and finally evaluating kz kz kz kz kz kz
b. Assessing, then diagnosing, implementing, and ending with evaluating kz kz kz kz kz kz kz
c. A linear direction that begins with assessing and continues through diagnosing
kz kz kz kz kz kz kz kz kz kz
, planning, and finally implementing
kz kz kz kz
d. An ongoing process that begins with assessing and continues with diagnosing
kz kz kz kz kz kz kz kz kz kz
, planning, implementing, and evaluating
kz kz kz kz
ANS: D k z
The nursing process is an ongoing, flexible, adaptable, and adjustable five-
kz kz kz kz kz kz kz kz kz kz
step process that begins with assessing and continues through diagnosing, planning, implementing, and finally evaluating, whic
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz k
h may then lead back to any of the other phases.
z kz kz kz kz kz kz k z kz kz kz
DIF: Cognitive Level: Application kz kz
9. When the nurse is considering the timing of a drug dose, which is most important to assess?
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
a. The patient’s identification kz kz
b. The patient’s weight kz kz
c. The patient’s last meal kz kz kz
d. Any drug or food allergies kz kz kz k z
ANS: C k z
The pharmacokinetic and pharmacodynamic properties of the drug need to be assessed with regard to any drug–
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
food interactions or compatibility issues. The patient’s identification, weight, and drug or food allergies are not affected by the drug’s t
5% kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
i ming.
kz
DIF: Cognitive Level: Application kz kz
10. The nurse is writing nursing diagnoses for a plan of care. Which reflects the correct format for her nursing diagnosis?
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
a. Anxiety
b. Anxiety related to new drug therapy kz kz kz kz kz
c. Anxiety related to anxious feelings about drug therapy, as evidenced bkz kz kz kz kz kz kz kz kz kz kz
y statements such as “I’m upset about having to give myself shots”
kz k z kz kz k z kz kz kz kz kz kz
d. Anxiety related to new drug therapy, as evidenced by statements such as “I’
kz kz kz kz kz kz kz kz kz kz kz kz kz
m upset about having to give myself shots”
kz kz kz kz kz kz kz
ANS: D k z
Formulation of nursing diagnoses is usually a three- kz kz kz kz kz kz kz
step process. The only complete answer is “Anxiety related to new drug therapy, as evidenced by statements such as ‘I’m u
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
pse t about having to give myself shots.’” The answer “Anxiety” is missing the “related to” and “as evidenced by” portions. The a n
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
swer “Anxiety related to new drug therapy” is missing the “as evidenced by” portion of defining characteristics. The “related
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
t o” section in “Anxiety related to anxious feelings about drug therapy, as evidenced by statements such as ‘I’m upset about hav
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
in g to give myself shots’” is simply a restatement of the problem “anxiety,” not a separate factor related to the response
kz k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z k z
.
DIF: k z k z Cognitive Level: Analysis kz kz
OTHER
1. Place the phases of the nursing process in the correct order, starting with the first phase.
kz kz kz kz kz kz kz kz kz kz kz kz kz kz kz
a. Planning
b. Evaluation
c. Assessment
d. Implementation
e. Diagnosing
ANS:
C, E, A, D, B kz kz kz kz
2
, lOMoARcPSD| 13728229
DIF: k z k z Cognitive Level: Analysis
kz kz
3
